Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories
نویسندگان
چکیده
Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten ELLs in developing oral narrative skills, but in previous studies, children viewed them without any support or interaction with adults, and few studies address how to use multimedia stories as a part of kindergarten programs to support oral narrative development of ELLs. Grounded in Kim, Hannafin, and Bryan’s (2007) pedagogical framework of technology integration and Plass and Jones’ (2005) model of multimedia-supported cognitive processing in second-language acquisition, this paper discusses how to utilize multimedia stories effectively in kindergarten programs to support oral narrative development of ELLs. Special focus is placed on how to teach story vocabulary words and implement dialogic reading with the support of multimedia stories to improve oral narrative skills of ELLs. Finally, future research directions are suggested.
منابع مشابه
Constructing Stories in a Foreign Language: Analysis of Iranian EFL Learners’ Lived Narratives Structure
Most popular models of narratives and narrative analyses have been drawn on native stories, yet EFL learners’ narratives have not received due narrative analysis. The present study then aims at scrutinizing the structure of personal English stories as told by EFL learners. To this aim, three hundred narratives were collected through classroom discussions and interviews. Qualitative analysis met...
متن کاملRole of L1 and L2 in the Organization of Iranian EFL Lived Narratives
People are constrained by their culture and social life when telling stories. A second language learner then cannot be expected to tell stories in the target language without cross-cultural effects that influence the way of narration. The present study examined the role of the first language (L1) and second language (L2) in the organization of narratives by focusing on Persian speakers’ and EFL...
متن کاملNarrative and vocabulary development of bilingual children from kindergarten to first grade: developmental changes and associations among English and Spanish skills.
PURPOSE Research has identified English oral language proficiency as being critical for bilingual students' literacy development. This study examines developmental patterns and associations among oral vocabulary and narrative skills in a longitudinal sample of 24 Spanish/English bilingual children from low socioeconomic backgrounds so as to further our understanding of the development of oral p...
متن کاملImproving Iranian Intermediate EFL Learners’ Oral Narrative Task Performance in Terms of Accuracy, Fluency and Complexity by Awareness Raising Through Semantic Fields
The effects different awareness-raising techniques might have on language learners’ performance have been studied by many researchers. The present study specifically focused on improving EFL learners’ oral narrative task performance in terms of accuracy, fluency and complexity by awareness raising through semantic fields. The participants in the study included 40 intermediate learners whose ini...
متن کاملEFL Textbooks, L2 Contacts, and Teacher Self-Efficacy: Impact on Learners’ Development of Oral Complexity, Accuracy, and Fluency
Researchers have extensively compared different L2 learning contexts, such as EFL versus study-abroad, for their impacts on oral production; however, scant attention, if any, has been paid to comparing EFL settings in terms of input factors such as textbooks, amount of contacts in L2, and teachers. Accordingly, the effects of these factors on the oral production skills were investigated in this...
متن کامل